This study investigates the challenges, opportunities and teaching strategies encountered by history teachers in multilingual classrooms with newly arrived students. It also examines how knowledge assessment is adapted in such settings. The study is based on qualitative, semistructured, interviews with six lower secondary school teachers experienced in working with multilingual learners.
The findings reveal that language barriers often make it difficult for students to grasp expectations, particularly in the analytical components of history education. A lack of subject-focused collaboration with study guidance tutors further limits the support available. To address these challenges, teachers apply flexible strategies such as structured lessons, visual aids and language-oriented methods. The diversity in multilingual classrooms is seen as enriching both teaching and historical understanding.
Inclusive practices also benefit other students in need of support, indicating broader pedagogical value. The study concludes that inclusive history teaching requires linguistic awareness, flexibility and collaboration across professional roles to meet the needs of newly arrived students.